Teaching Chinese
Culture Aliana Jiawen Zhu
University of Pittsburgh
https://docs.google.com/document/d/1EfToPZHR57Xq9A2TxLM9FyBON2V8xtilTGYj
2W53vXw/edit?usp=sharing
Question
Cultural
Cultural
Stereotypes?
Perspectives?
Contents
Outlines
1
Background
4
Self-explanation
2
Cognitive Task
Analysis
5
Testing
3
Principles
6
Conclusion
Content
PART ONE
Background
Background
The Chinese Way in Business
Cognitive
Concepts
Skills
Dispositions
Metacognitive
•The importance of the rituals of etiquette in Chinese society [2] •Identify the cultural background for specific
•The Chinese philosophy relating to hierarchy - He, Yi , Chinese dining etiquette [2]
Cengci [2]
•Evaluate what part of Chinese etiquette and
[3]
•The setting of the dining place
culture is difficult [4]
[3]
•Greetings before dining
•Seating arrangement [1][3]
•Rules and conventions Relating to eating food [1][3]
•Drinking tea etiquette [3]
•Toasting tactics [1][4]
•How to greet in business setting [3]
•How to seat appropriately at Chinese dinner [3]
•How to use Lazy Susan [1][3]
•What is the order of eating food in business banquet [1][3]
•How to pour tea in a Chinese way [3]
•What to do when toasting Chinese people [1][4]
•Identify
the
misconceptions
and
the
differences between Chinese and American
business dining [1][4]
•Realize the appropriate actions under different
scenarios [1][4]
•Monitor for understanding [4]
•Monitor choice of actions [4]
•A open mind to cultural diversity [4]
•Initiative to know different cultures [1]
•Cognitive flexibility [4]
•Willingness to monitor one’s disposition level
and adjust accordingly [4]
Content
PART TWO
Cognitive Task Analysis
Cognitive Task Analysis
novice
novice
Lack of
understanding
of the cultural
background
Cannot
transfer from
one known
situation to the
other unknown
experts
Use their
understanding
of Chinese
culture to justify
their choices
experts
Relate the
cultural
background
Add cultural associations to specific etiquettes
Incorporate authentic problems to help build adaptive expertise
Aim for far transfer skills
Content
PART THREE
Principles
Principles
• Each task provides images or videos with
written texts to facilitate the learners to
emerge into cases.
• Videos will provide
materials in words and in
pictures simultaneously, so
that the learners can make
connections between the
pictorial and verbal
representations mentally.
Principles
• Each topic with two parts:
cultural background and
video instructions.
• With segmenting principles,
learners can have the
access to control video
pace by themselves.
• During the video
instruction, we also
segment the video according
to different knowledge
components.
Principles
• Note-taking
• We provided a button next
to the video, which could
make a “key point” in the
transcript when press. The
learners can go back to the
transcript and see where
they have made the key
points after they watch the
full video.
Content
PART FOUR
Self-explanation
Self-explanation
Step 3:
Choose a sentence below which could
Step 1:
best interpret a cultural knowledge
Why did you choose this answer?
component.
Step 2:
Comparing with the typical example
answer. Self-assessing what key
points have been included in your
answer.
Content
PART FIVE
Testing and Conclusion
Testing
Conclusion
Testing and Applying
04
Setting goals
Triangulate knowledge components,
Through experts interviews,
instructions and assessment
videos, and books information
Culture
Four Principles
03
Multimedia principle, segmenting
principle, behavioral engagement, and
self-explanation principle
01
Cognitive Task Analysis
02
Find the thinking differences
between experts and novice
learners
Teaching Chinese
Culture
Thanks!
Aliana Jiawen Zhu
University of Pittsburgh
[email protected]